Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study

Autor/inn/en	Trautwein, Ulrich; Marsh, Herbert W.; Nagengast, Benjamin; Ludtke, Oliver; Nagy, Gabriel; Jonkmann, Kathrin
Titel	Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study
Quelle	In: Journal of Educational Psychology, 104 (2012) 3, S.763-777 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0027470
Schlagwörter	Predictor Variables; Educational Psychology; Structural Equation Models; Beliefs; Secondary Education; Motivation; Achievement Need; Foreign Countries; Higher Education; Mathematics Instruction; Mathematics Education; College Mathematics; English (Second Language); Mathematics Achievement; Correlation; Germany; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Prädiktor; Erziehungspsychologie; Pädagogische Psychologie; Belief; Glaube; Sekundarbereich; psychologische; Motivation (psychologisch); Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Deutschland
Abstract	In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study used latent moderated structural equation modeling to explore whether there is empirical support for a multiplicative effect in a sample of 2,508 students at the end of secondary education. Expectancy and four facets of value beliefs (attainment, intrinsic, and utility value as well as cost) predicted achievement when entered separately into a regression equation. Moreover, in models with both expectancy and value beliefs as predictor variables, the expectancy component as well as the multiplicative term Expectancy x Value were consistently found to predict achievement positively. (Contains 3 tables, 2 figures and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10